Experiential Learning in Online Entrepreneurship Education: Lessons from an Undergraduate Entrepreneurship Course

Mensah, Mavis Serwah Benneh; Arthur, Keren Naa Abeka; Mensah-Williams, Enoch

doi:10.1007/978-3-030-87865-8_18

Cited by 5 publications

(8 citation statements)

References 20 publications

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“…The relatively lower variance in actual use of e-learning in this study points to the presence of other underlying factors that could influence students’ intention and use of e-learning in entrepreneurship education. For example, Mensah et al (2022) in a study on experiential learning in online entrepreneurship education, found that engagement with real-life experiences provide opportunities for students to grasp some entrepreneurial competencies better than online experiences. Topics like feasibility studies, business planning and innovation, which develop competencies in opportunity recognition, evaluation and exploitation, might require some offline exposure.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, a study by Lin and Sekiguchi (2020) report that a greater percentage of entrepreneurship course instructors in the United Kingdom (57%) and a relatively lesser percentage in the USA (44.1%) use FTF instruction. Researchers partly ascribe the situation to contemporary approaches to entrepreneurship education that erroneously elevate FTF instructional methods above online methods on the assumption that the latter is more conducive for experiential and practice-oriented teaching and learning ( Dhliwayo, 2008 ; Liguori and Winkler, 2020 ; Mensah et al, 2022 ).…”

Section: Literaturementioning

confidence: 99%

“…In order to advance the use of e-learning in entrepreneurship education for higher impact, researchers are asking for studies that will offer insights into the critical success factors for online teaching and learning in entrepreneurship education ( Liguori and Winkler, 2021 ; Mensah et al, 2022 ). Hitherto, Selim (2007) and Ansong et al (2017) identified e-learning critical success factors to comprise four key areas of instructor, student, information technology and university support.…”

Section: Literaturementioning

confidence: 99%

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Antecedents of E-learning in undergraduate entrepreneurship education

Mensah

Arthur

Mensah-Williams

2023

E-Learning and Digital Media

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This study examines the factors that influence the intention and actual use of e-learning in entrepreneurship education by undergraduate students. The paper relies on a predictive study design and the partial least squares structural equation modelling to analyse data from a cluster sample of 599 students from the University of Cape Coast, Ghana. The results demonstrate that all the independent variables, assessed within a framework of an extended unified theory of acceptance and use of technology, determine students’ intention to use e-learning in entrepreneurship education. Of particular importance are the preponderant effects of hedonic motivation, facilitating conditions and social influence on students’ intention as well as the effect of intention and facilitating conditions on actual use of e-learning. A key implication of the findings is that students’ continuous acceptance and use of e-learning in undergraduate entrepreneurship course delivery is contingent upon adequate presence of all the examined predictors of technology usage.

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Section: Discussionmentioning

confidence: 99%

Section: Literaturementioning

confidence: 99%

Section: Literaturementioning

confidence: 99%

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Antecedents of E-learning in undergraduate entrepreneurship education

Mensah

Arthur

Mensah-Williams

2023

E-Learning and Digital Media

Self Cite

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Section: Literature Reviewmentioning

confidence: 99%

“…It can be concluded, then, that outcome expectation played a significant role in determining how well e-learning is executed [25]. It is claimed by [25] that self-efficacy has a strong relationship with the quality of learning. Self-efficacy can be defined as a type of confidence and self-assurance shared by all participants in the learning process to guarantee that online learning is perceived as practical, helpful, and capable of optimizing learning quality [16].…”

Section: Literature Reviewmentioning

confidence: 99%

Empowering E-Learning Excellence: Unveiling the Influence of Outcome Expectation, Learning Motivation, and Self-Efficacy in the Industrial Era 4.0

Asim Masood,

Norria Zakaria,

Muhamad Ali Imran Kamarudin

2024

ARASET

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The advent of the 4th industrial revolution has fundamentally transformed various aspects of human life. The objective of this study was to examine the influence of learning motivation, outcome expectation, and self-efficacy on enhancing the quality of online learning in the context of the Fourth Industrial Revolution. The study population consisted of 250 individuals from the University of Engineering and Technology Taxila (UET) who were participating in the e-learning learning paradigm. Data was collected while using an online survey questionnaire. The data was run on Smart PLS 4.0 reveals that learning motivation, outcome expectation, and efficacy are important factors in assessing the level of education. In addition, it was found that self-efficacy played a role in mediating the impact of learning motivation on enhancing the quality of online learning. However, in other instances, self-efficacy have a significant effect on maximizing the influence on the quality of e-learning.

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Pivoting an Entrepreneurship Experiential Learning Module Online: Applying a Concrete Experience Framework

Monllor,

Michels,

Adderley

2023

Entrepreneurship Education and Pedagogy

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Experiential learning has gained in popularity over the past 20 years in many fields and in entrepreneurship education in particular, where many educators posit that it is essential. Delivery of experiential learning activities and courses became extremely difficult and nearly impossible in some countries during the COVID-19 pandemic due to government imposed lockdowns and restrictions, forcing educational institutions to adapt and many opted to move their teaching online. How these changes impacted positively or negatively on experiential learning and students’ ability to adapt and learn has yet to be fully understood. This paper introduces a concrete experience framework and describes how it was applied to the process of pivoting an MBA experiential learning module online. It contributes by demonstrating how educators can adopt the framework in their efforts to adapt or create online courses that aim to deliver experiential learning.

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Experiential Learning in Online Entrepreneurship Education: Lessons from an Undergraduate Entrepreneurship Course

Cited by 5 publications

References 20 publications

Antecedents of E-learning in undergraduate entrepreneurship education

Antecedents of E-learning in undergraduate entrepreneurship education

Empowering E-Learning Excellence: Unveiling the Influence of Outcome Expectation, Learning Motivation, and Self-Efficacy in the Industrial Era 4.0

Pivoting an Entrepreneurship Experiential Learning Module Online: Applying a Concrete Experience Framework

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